Rutgers UniversityE-Mail authorSHELLY ANNE WITHAM is a graduate student in the Department of Educational Psychology at Rutgers University and a full-time high school earth science teacher. Her research interests include teacher practices and student motivation in science classrooms

Our purpose is to enrich current conceptualizations of autonomy support that remain constrained by the context of study and by the limited available descriptions of teacher enactment. Toward this end, we richly describe teachers’ provision of academically significant autonomy support within an inquiry-based science curricular context to incorporate higher quality differentiations.